№ 8 (Department of pedagogics of preschool education VSSPU, Volgograd)

The author analyses the transition period from the senior preschool age to primary school age as optimum for development of preconditions of stable social behavior of the child. Special attention is given to the background of leading value of children's subculture in formation of experience of social behavior of 5–7 year old children. On the basis of the research, carried out by the author, the essence of the concept “socially-valuable behavior” is revealed. The components and structurally functional model of socially-valuable behavior are presented.

The article is devoted to the organization of the process of multicultural upbringing of preschool children. The authors propose a program of multicultural education "National Kaleidoscope" for 2–7-year old children, based on the use of national folklore in various kinds of artistic and aesthetic activities.

The analysis of the problem of communicative competence development of preschool children in conditions of multicultural educational organization is presented in article. The characteristic of competence-based approach in preschool education is given. The relevance of formation of key competencies at preschool age is shown. The role of multicultural space of kindergarten for formation the modern child identity, disclosure of his individual world, accumulation of experience of communication and interaction with the world is opened.

The results of the empirical research of close adult relatives’ notions about the features, reasons and con-sequences of manipulative behavior of preschool age children and their parents are described in the article.

The article is devoted to the development of 5–7-year old child experience in the regulation of ethical con-duct. The authors stress that the child's view of himself, his own “I” image justify the choice of strategy. The authors use the notion of "moral" image, which includes submission of a preschooler on his own moral qualities, features, displays, personal attitudes and prejudice the desire of children to choose and commit the moral act. The situations of pedagogical support of contact between the older preschooler with a cartoon with the purpose of forming of moral conduct are described.

The author coveres the issue of interaction of preschooler and nature. The rules of interaction with nature based on the method of nonviolent communication, accessible both for adults and children, are revealed in the article.

The article is devoted for detection the psychological preconditions of game activity development at early age and interrelation of game formation with the development of subject actions, informative activity and procedural game.

The problem of «image of the world», set in psychology by A.N. Leontiev and other scientists, is viewed in the article. The author analyzes the approaches of different authors and on their basis singles out the struc-tural components and a means of encouraging the efficient formation of the image of the world among pre-school children. Drawing is regarded as basic and important mean of expression and formation of pre-school children image of the world. The article also presents the results of the experimental work, identifying the current level of development of preschool children image of the world.

The article is devoted to the issues of comprehensive use of mobile games in physical education of pre-school age children, providing versatile effect on their physical development and the formation of social competence.

The article is dedicated to the questions of the literary works influence on the process of artistic speech development of senior preschool children. The author singles out the components and works out the model of artistic speech development of senior preschool children.

The authors highlight the aspects of using webinars as a tool for organizing methodical scaffolding and support of preschool education teachers’ activity. The authors analyze the possibilities of existing Internet technologies for organizing methodical scaffolding process. They describe the didactical features of webi-nars, and their didactical functions.